You are here

Graduate Programme in Islamic Studies and Humanities

The Graduate Programme in Islamic Studies and Humanities (GPISH) encourages a perspective which is not confined to the theological and religious heritage of Islam, but seeks to explore the relationship of religious ideas to broader dimensions of society and culture. It thus encourages an inter-disciplinary approach to the materials of Islamic history and thought. Particular attention is also given to issues of modernity that arise as Muslims seek to relate their heritage to contemporary circumstances.

Within the Islamic tradition, GPISH seeks to promote research on those areas which have had relatively lesser attention devoted to them in secondary scholarship to date. These include the intellectual and literary expressions of Shi‘ism in general, and Ismailism in particular. In the context of Islamic societies, GPISH is informed by the full range and diversity of cultures in which Islam is practiced today, from the Middle East, Southern and Central Asia and Africa to the industrialised societies of the West, thus taking into consideration the variety of contexts which shape the ideals, beliefs and practices of the faith.

The three-year interdisciplinary programme acts as both preparation for a research degree and as a stepping stone to a variety of career opportunities around the world.

The programme prepares graduates to continue onto higher education in Islamic Studies and related areas of the humanities and social sciences; or to seek careers in areas which attempt to address pressing issues faced by contemporary Muslim societies. Visit the Career Pathways page to learn about the variety of careers GPISH graduates are engaged in.

Year 1

PRE-SESSIONAL

Language Modules

Arabic

Arabic is compulsory in the first two years of the programme for all students who are not proficient in this language. GPISH runs three levels of Arabic: Beginners, Intermediate and Higher Intermediate or Advanced. At the start of term, students are placed by the Arabic Coordinator according to their initial level. Thereafter they move up levels in keeping with their individual progress.

Prior to the start of the first year, during August-September, students undertake a four-week, intensive Arabic pre-sessional course at the IIS. During term-time, students will receive six hours of language instruction per week. At the end of the first year, prior to the summer holiday period, students participate in a four-week Arabic immersion programme in an Arabic speaking country. Students have for instance visited Tunisia and Jordan for the immersion programme.

The overall aim is to equip students with the skills needed to handle academic Arabic, such that they are able to engage with some Arabic primary texts from different disciplines and periods. Qur’anic Arabic is integrated into the regular language teaching at all levels. In addition, the summer immersion programme enables students to develop their speaking skills.

Persian

Students who are already proficient in Arabic will study Persian, in order to read and understand core Persian texts. Students studying Persian are placed at a ‘Beginners’ level in the first year and work towards the ‘Advanced’ level for their second year. Persian language study includes participation in a summer Persian immersion programme in a Persian speaking country. Students have previously visited Iran and Tajikistan.

GPISH students will study Persian together with ISMC students.

Core Modules

Muslims in History: I, II and III (Terms one, two and three)

Combining a broadly chronological approach with thematic explorations and case-studies, these three modules aim to help students develop a scholarly sound narrative of the histories of Muslim cultures from their emergence in the seventh century to contemporary times. Starting with an exploration of historiography and philosophy of history, the first module will focus on understanding history as a form of knowledge, recognising the meaning and role of interpretation in any historical writing (and reading). The module will situate the early history of Muslims in the socio-historical context of Late Antiquity, examining salient political, cultural and religious developments of the Near East in the first millennium. Modules two and three will analyse key developments in Muslim history, including the exploration of how certain events get constructed and interpreted as key moments. The modules will approach Muslim history as part of broader world history and thus in a historical and comparative context. A key feature of the modules will be to bring out issues such as the diversity and historicity of norms, institutions and conceptions; the dialectic of thought and material forces; and the contested nature of authority, identity, symbols and legitimacy. The third module in particular will focus on the nature of modern philosophical, cultural and sociological developments in Muslim contexts through investigating case studies of selected movements and figures and the uses of history in religious, political and social discourses.

This module aims to acquaint students with the necessary conceptual tools to deal with the complexities related to the study of the Qur’an and its reception in Muslim intellectual history. The module will be based on constant reflection on epistemological, methodological and historiographical issues. Students will be invited to analyse the concept of revelation, prophethood and scripture; and will need to examine the intellectual, religious and sociopolitical context in which the Qur’an came about. Attention will be paid to the interaction between Prophet Muhammad’s life, including his relations with his contemporaries, and the unfolding of the revelations. Focus will thus be given to the difficulties of contextualising the Qur’an. In addition, the module will cover the main concerns and issues found in the revelations and will devote some attention to the type of language and style deployed in Qur’anic suras and ayas. The module will then explore later interpretive traditions; students will thus have the chance to delve into the various debates and controversies that theologians, philosophers and other thinkers generated around the Qur’an, its nature and its language. Finally, the module will consider the discussions around the Qur’an in contemporary scholarship.

Ritual, Worship and Practice (Term one)

Employing an interdisciplinary approach including anthropology, sociology, history and religious studies, this module aims to provide students with a framework to understand the role of ritual, practice and spaces of worship in human societies with a particular focus on the Ismaili community. The module will first explore sociological and anthropological theories on ritual and religious practice as categories of experience and analysis. Students will familiarise themselves with key academic figures in the study of such pivotal yet elusive concepts; and will become aware of the latest developments in this field. As a second step, through a series of case studies of specific ritual practices and forms of worship, students will engage in an in-depth understanding of various ideas and concepts associated with ritual and worship, such as continuity and change; communal vs. individual; essence vs. form; ritualisation; performance and meaning-making; emotion; the ritual body; negotiation between ‘local’ and ‘global’; authority, legitimation and social control through ritual; gender and ritual space. Last, focused case-studies will shed light on how rituals and forms of worships developed and evolved historically amongst Muslims; and particularly within the Ismaili community.

Key Moments in Shi‘i History, Thought and Society (Term two)

The aim of the module is to provide students with a basic grounding in the key moments and turning points in the history of Shi‘i Islam, with special reference to Twelver (Ithna’ashari) Shi‘i Islam. The module will start with an overview of the formative period of Shi‘i Islam until the death of Imam Ja’far al-Sadiq and then cover aspects of the subsequent history of the Twelver Shi‘a, with some attention to Zaydi Shi‘ism. Shi‘i communities will be studied in the broader context of Islamic history, with due attention to the socio-economic factors that contributed to the articulation of Shi‘i identity and sentiments in different regions and in different periods of Islamic history

Key Moments in Ismaili History (Term three)

This module provides a survey of key moments and developments in Ismaili history, from the earliest times to early modern times. The module aims to integrate the perspectives of history, theology and social sciences to illuminate critical junctures and intellectual developments, also covering Ismaili contributions to Islamic thought and culture, and contextualising Ismailis within the broader framework of Islamic history. Following an introduction to Ismaili historiography and the general nature of the source materials on the Ismailis, the module will concentrate on the early history of the Ismailis, from the 8th century to the foundation of the Fatimid caliphate in 909. The next part will be devoted to the history of the Nizari Ismailis during the Alamut period (1090-1256), while the final part will cover certain key patterns in the history of the post-Alamut Nizari Ismailis until the middle of the 19th century. The module will conclude with an investigation of the circumstances under which the Nizaris emerged in modern times as a progressive religious community under the leadership of their Imams, known internationally as the Aga Khans.

South Asia is home to the largest concentration of Muslims in the world. This module surveys the historical development of Muslim communities in the region focusing on various articulations of their identities. Using the Satpanthi Khoja communities of Gujarat, Sind and Punjab and their ginan literature as a case study, the module considers issues and themes related to constructions of identity within religious and socio-political contexts, as well as the broader framework of South Asian cultures as expressed in language, literature and the arts. The module also examines the various ways in which the terms "Islamic" and "Muslim" have been defined in pre-modern and modern discourses in South Asia, particularly those of colonialism, nationalism and “Islamisation.”

Year 2

PRE-SESSIONAL

Leadership Skills Workshop

The primary objective of this programme is to start a process of integrating students’ learning in the development of leadership skills congruent with today’s fast paced organisational requirements. The programme provides practical leadership skills for communicating, influencing and motivating across cultures, managing change and deepening individual impact within society. It builds on self-awareness, awareness and openness to others' points of view and the ability to adapt communication and leadership styles across cultural, religious and ethnic differences. The programme links theoretical knowledge with practical application, allowing time for practice and feedback.

Core Modules

Research Design and Methods (Terms one and two)

The purpose of this module is to equip students with the necessary background knowledge and skills to proficiently plan and undertake a research activity within the field of the Social Sciences. The module will begin with a short introduction on the intellectual history of the Social Sciences, including a critical overview of the debates and developments surrounding some of the involved disciplines. The module will then undertake an in-depth examination of issues and approaches to Qualitative research design, taking into account the most recent advances in the field. The module will then focus on the development of a number of key practical skills, including the design of research questions and proposals, literature reviews, surveys, fieldwork activities, data collection and analysis. The module will also involve a series of practical exercises, resulting in the drafting of a comprehensive research proposal that the students will employ for their upcoming Field Project. The module will also examine techniques and approaches for writing a professional-level research paper, thus enabling students to proficiently translate their Field Project experience in an academic piece of excellent standard.

Ismailis in Modern Times (Term one)

This module explores the key events, personalities and texts that have shaped the history of Ismaili communities in the modern period (from the late modern period, roughly late eighteenth century until present day) and considers the continuing relevance, perception and impact of this legacy on today’s concerns. The emphasis will be on situating Ismailis within the larger framework of the ummahand other global communities. How do theories in political and social theories related to transnational communities, global and local communities and minorities apply to Ismailis around the world? Particular attention will be paid to regional studies of Ismailis residing in different parts of the world, following diverse traditions. Adequate attention will also be paid to the Imamate of Aga Khan IV; the work of Imamat and Jamati institutions and its subsequent impact on the social, economic and educational development of the community.

Law, Ethics and Society (Term one and three)

This module aims, first, at bringing clarity into the use of notions such as ethics, morality, religious law, positive law and other similar categories which are widely used. It would then offer an introduction to the emergence, during what is called the “Axial Age”, of important questions about the universe, the place of humanity in it, the meaning of life and the norms that should guide the behaviour of human beings. The ways through which those questions were addressed by various individuals and circles, some invoking the sole authority of reason, while others claiming some form of inspiration, be it religious revelation or mystical intuition, will be discussed. The processes through which some of these answers were institutionalised and gave birth to specific regulation systems and to the erection of particular social orders or political systems will also be examined. The module will conclude by highlighting the idea of a sharp division between “is” and “ought”, as it emerged in the 18th century, and how this idea has brought an important shift to the discussions, in our time, about ethics, law and the social order.

Prophet Mohammed and Imam Ali in the Discourse of Muslim Communities (Term two)

The module aims first of all to position the Islamic notions of prophecy in the wider context of the modes of divinations found across many cultures and particularly in ancient Near East. It shall then examine our knowledge of Prophet Muhammad and Imam Ali as historical personalities. In this regard, various historical interpretations by modern scholars, including debates about Muslim sources and revisionist versions of the history of early Muslim period, will be explored. A study of the changing image of Prophet Muhammad in mainstream Muslim sources, and with it the changing theological doctrines will also be undertaken. The module will analyse the diverse ways in which the image of Prophet Muhammad and Imam Ali have become integral to Muslim and Shi‘i Muslim identity, respectively. The module explores various ways in which their memory is celebrated, invoked and appropriated in rituals, poetry, everyday language and political symbolism. The module will also look at the role of the Prophet and Hazrat Ali as an intercessor, their depiction in the hagiographic imagination, poetry, painting and as a mystical paradigm. The module will then examine the ways in which the figure of the Prophet has come to be a central and sensitive element of Muslim identity in contemporary times, while exploring current psychological research on the notion of prophecy. At the end of the module the students should be able to revisit the current widespread understanding of prophethood and approach it in its historical shifting and contested context.

Intellectual Traditions in the History of Muslims (Term two)

This module aims at shedding light on fundamental currents of thought which prospered in the History of Muslims, by taking stock of recent advances in scholarship. Traditional historians of Islam used to focus on religious learned traditions and their role in shaping the social order and in facing, supporting or opposing those who seize political power. However, recent historical studies – particularly some works which attempted to build a comprehensive understanding of the whole spectrum of cultural developments in Muslim contexts, such as those by Marshall Hodgson and Mohamed Abed Jabri – have highlighted the diversity of intellectual traditions which thrived in predominantly Muslim environments, their interactions and their role in shaping intellectual outlooks among the elites as well as key aspects of the everyday life within the population at large. The module will offer an understanding of the continuities that link those traditions with areas of interest and disciplines cultivated in the history of kind across cultural and religious divides, as well as the diversity of forms and expressions these traditions have taken. Geographical and periodical classifications will be objects of close scrutiny in order to uncover assumptions that they may convey, and in order to help situate intellectual traditions which emerged in Muslim contexts within the wide framework of humanity’s intellectual development.

Art, Literature and Religion (Terms two and three)

The course will explore the literary and artistic dimensions of the world's Muslim societies, focusing on the role that literary genres (scriptures, panegyrics, love lyrics, epic romances, folk songs and folk tales) and the arts (music, dance, drama, architecture, calligraphy, miniature painting) play as expressions of piety and socio-political critique. Broadly speaking, it will explore how works of literature and art function with a given society and ways in which culture is produced, interpreted, and disseminated. A primary objective is to examine the relationships between religion, literature, and the arts in a variety of historical and cultural contexts. To accomplish this objective the course should, through the use of case studies, highlight ways in which Arabic and Persian literary and artistic traditions have profoundly influenced the frameworks within which Islam, its texts, its rituals and practices have been interpreted and expressed. It will also explore the manner in which Arabic and Persian literary and artistic traditions interacted with those beyond the Middle East as Islam became a global religious tradition. This will illustrate how a literary and artistic approach to studying a religious tradition allows access to voices and interpretations that are often unheard, rendered marginal or declared “heretical” by those who claim to represent “official” religious institutions. From a pedagogical perspective, the use of literature and the arts as lenses to explore Islam and Muslim societies offers students a great variety of access to the subject matter through their preferences of learning styles and stimulation of empathetic responses, all of which facilitate deeper levels of understanding of a complex subject. Assignments for the course will also encourage creativity among students through the incorporation of learner-centred projects.

Philosophy of Religion (Term three) Lecture Series

This lecture series is intended to develop the kind of analytical thinking which is relevant to the concepts found in religious discourse. The relation between religious and secular culture is explored and the terms, themselves, analysed. Students read major philosophers whose ideas have had an explicit or tacit relationship to issues of importance in religion. These will range from Plato and Aristotle, through representatives of the medieval philosophical tradition common to the scriptural faiths, to philosophers who have been influential in the shaping of the modern world, from Hume and Kant to Heidegger and Wittgenstein.

The study of Arabic is compulsory in the first two years of the programme for all students not proficient in this language. The programme runs three levels of Arabic (Beginners, Intermediate and Advanced) and students are placed in a class based on their prior knowledge and experience. The overall aim is to equip students with the skills needed to read primary texts in Arabic in different disciplines and from different historical periods.

Prior to the start of the first year, students undertake a pre-sessional, four-week intensive language course at the IIS. At the end of the first year, students participate in a summer Arabic language immersion programme in an Arabic speaking country.

Students who are already fluent in Arabic will be required to study Persian in order to read and understand core Persian texts. Persian language study includes participation in a summer Persian immersion programme in Iran or Tajikistan. Students may also have the opportunity to study other languages used in Muslim societies.

Second-year GPISH students visit Cordoba and Granada where they get to grips with the rich history, art, architecture and social, political and cultural history of Muslim Spain.

The trip contributes to the attainment of learning objectives of the GPISH modules in which the focus is on learning about the formation of political and religious identity through the medium of art and architecture.

For the students, who are accompanied by IIS faculty, this cultural and architectural trip complements in-house academic modules and topics related to History, the Anthropology of Muslim Societies, Art and Architecture of Muslim Societies, and Intellectual Traditions.

Additionally, the field trip may provide an opportunity for students to witness the contemporary use of the architectural sites. Applicants should note that the trip is dependent upon securing visas, and that visas may be more difficult to secure for certain nationalities.

.

In the summer of their second year, GPISH students conduct a research project which can serve as a basis for continued post-graduate study or career development. The field project gives students an opportunity to produce an original piece of research and gives them direct experience of the lived context of the theories they are exposed to during the Graduate Programme. Students are encouraged to make connections between historical and contemporary issues during this time and to understand the social context of knowledge.

A research supervisor is allocated to each student to guide them in planning, preparing conducting and writing up their field report. The module on Research Designs and Methods, taught in the second year, provides students with the necessary tools to plan and conduct an empirical study. Towards completion of this module, students are expected to submit a project proposal.

In the past, students have chosen to examine a wide spectrum of themes according to personal interest, including identity, religious authority, resettlement and aesthetics in places as far-flung as Sidhpur in Gujarat, the Darb al-Ahmar district in Cairo, and Khorog in Tajikistan. For example, Aleem Karmali, who was a filmmaker prior to joining the Graduate Programme, elected to explore via a video report what the motivating factors were for Ismaili Muslim refugees who returned to Kampala. Another student, Aliyor Marodaseynov, chose as his focus the impact of Mini Hydropower Stations in Tajikistan, while Munira Shoinbekova looked at the process of resettlement of the Afghan Ismaili community in Canada during the 1990s.

Students are assessed on the presentation of their field research report. Students must pass the field project component of the course in the second year, to receive the Graduate Programme award in Islamic Studies and Humanities.

Click here to see a list of Field projects conducted over the Summer by GPISH students.

The completion of the three-year course of study will prepare graduates of the Graduate Programme in Islamic Studies and Humanities to pursue higher education in Islamic Studies and related areas of the humanities and social sciences; or to seek careers in specific fields; or in areas which attempt to address pressing issues faced by contemporary Muslim societies.

These may include careers in: religious education or the management of religious education programmes of the Ismaili Tariqah and Religious Education Boards. Opportunities may also be available to GPISH graduates; in Aga Khan Network agencies or other non-governmental organizations, focusing on education, strengthening of civil society, cultural preservation, poverty alleviation or sustainable development; in one of the departments at the Institute of Ismaili Studies. Previous GPISH graduates have also found careers; in the media which represent Muslims and Islam to a wider audience; or as Muslim artists or writers who, through their work, represent individual perspectives towards their received heritage.

Past graduates of the Graduate Programme in Islamic Studies and Humanities are now engaged in careers and research in fields as diverse as Islamic studies, Islamic Law, education, public health, ethnomusicology, art history, media studies, and as AKDN representatives. They are in demand in competitive professional environments because of their strong analytical and communication skills, as well as their versatility and global perspective.

While the IIS does not place GPISH students in employment, it does provide opportunities to meet with recruitment officers of Ismaili community and AKDN institutions. Each year, the IIS holds Career Pathways Seminars which provide students with an opportunity to learn more about the various career options available to them.

The Alumni Relations Unit offers a number of benefits and services to graduates of the programme, including organising internships for graduating students to facilitate their transition from student life to professional careers.

All students are allocated an Academic Advisor at the IIS, who will track and monitor their academic progress. Academic Advisors act as mentors and provide students with the appropriate support throughout the programme.

Academic Support

Students who need support will be able to meet regularly with the IIS’ Academic Support Programmes Advisor (ASPA). The ASPA will be able to provide regular academic support in the form of one-to-one tutorials and consultations. These sessions will mostly be in person or, as the Advisor sometimes has to travel for work, remotely via Skype or email. The advisor can check work and give feedback when needed, and also suggest strategies for ongoing improvement of academic writing, English language proficiency, and general study skills.

Writing Support

In addition to consultations with the ASPA, the following are the main forms of writing support that are available:

Students have access to an academic writing guide on MOODLE (the IIS virtual learning environment) and access to an on-line writing support website

Online writing support: Students have access to an online writing support website.

English Language Support

Pre-Sessional English language courses are offered and for those who require on-going assistance, English language support is provided by the Academic Support Programme Advisor.

Conference Fund

Students are encouraged to attend and participate in conferences. The Department contributes a modest amount towards the costs for those presenting a paper.

Library Resources

The IIS-ISMC Library has grown into a leading centre and repository for rare and significant resources illustrative of the pluralism of Ismaili thought and tradition. The Library’s collection comprises nearly 42,000 items covering Islamic studies and Muslim civilisations. Its general collection of printed materials consists of reference works, books, periodicals, and theses on various aspects of Islamic history, theology, philosophy, law and literature, with a focus on Shi‘i works and esoteric traditions as well as on Quranic studies. Besides this core collection in general Islamic studies, the Library has a specialised holding of Ismaili printed materials comprising nearly over 1,300 volumes of texts and monographs, theses, and a special collection of rare books.

Whilst printed texts have existed for over five hundred years, an ever-increasing amount of materials, in more recent times, is being produced in a wide range of audio-visual formats. This is also true in the field of Islamic and Ismaili studies. Comprising close to 1500 items, the collections of audio-visual materials in the Library seek to illustrate the cultures and traditions of Muslim communities around the world.

In addition to the printed and audio-visual materials, the Library also subscribes to a number of electronic resources focussing on Islamic studies and Humanities to support your studies. These include electronic journals and databases that provide full text articles accessible for library users’ onsite as well as offsite.

The Student Services unit is part of the Department of Graduate Studies. The unit is responsible for overseeing all IIS student services and administrative matters relating to student welfare including accommodation, immigration and academic records for our students. The unit works closely with the Head of Department, Programme Leader and other administrative and support units within the IIS. The Student Services staff can offer advice, guidance and professional support in many areas, and actively work to promote equality of opportunity. All services offered are designed to meet the needs of students regardless of age, background, study methods or other differences.

The IIS provides Mac and PC-based general computing facilities, including standard software and email applications and internet access. In addition, an IT loan scheme enables students to purchase a laptop computer.

Accommodation

The IIS will provide single accommodation for all IIS students at their student accommodation residence located at King's Cross. Accommodation will be available to all first year students and up until 31 August for all second year students. The rooms are based in “Cluster Flats” with individual rooms, each with its own en-suite shower room. Each cluster has six to eight rooms with a shared kitchen and living area. All students are required to live in this residence.

Overview of the UK Higher Education system

Higher Education in the UK involves the final and highest phase of education. Higher education providers are most frequently known as ‘universities’, but may also include private education providers and colleges, as well as other types of publicly-funded and privately-funded institutes.

Courses and degrees are usually aligned to two levels:

Undergraduate (Bachelor Awards, B.A. – pitched at level 6 of the National Qualifications Framework for England, Wales and Northern Ireland), and; Postgraduate (e.g. Master of Art, M.A.; Master of Science, M.Sc.; Master of Education, M.Ed.; Master of Philosophy, M.Phil. – all pitched at level 7). The highest available award is the Doctor of Philosophy (Ph.D.), which is a research-based degree pitched at level 8.

Most students start Higher Education at the age of 18, studying for an undergraduate degree. The average B.A. usually takes three years to complete, although some incorporate or have an option for a fourth year. Tuition fees are capped at £9,000 per year for British and EU students, whereas fees for international students are likely to be significantly higher, sometimes reaching £30,000 per year or more. Undergraduate courses are focused on the acquisition of knowledge, the development of critical thinking skills, and – particularly for technically-oriented programmes – work-related skills. On graduation from their first degree, many students continue their studies enrolling in a Postgraduate programme. The average Postgraduate programme usually lasts one year, although longer courses are also on offer. Such programmes emphasise research and critical thinking, while the student is now considered an advanced learner, capable of pursuing their study and research interests independently and creatively. Postgraduate tuition fees for British and EU students are usually in the region of £6,000 per year, but they may also be significantly higher. Fees for international students can vary from £10,000 – £20,000.

According to the Higher Education Statistics Agency (HESA), it is estimated that in 2013/14 more than 1.7 million students were enrolled in Undergraduate courses, while more than half a million were studying for Postgraduate qualifications.

Additional Resources

For further information on international student recruitment in the U.K., please refer to the following sources: